Section 1
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Authentic Assessment
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Last updated
4 years ago
Date created
Mar 1, 2020
Cards (97)
Section 1
(50 cards)
Authentic Assessment
Form of alternative that incorporates real-life
Sequence for learning progression in geometry: (3 steps)
1. The student sorts, identifies, describes by manipulating concrete models 2. The student classifies geometric shapes using their properties 3. The student makes/ test hypothesis using their properties
Efficiency
When students do not get caught up in too many steps
Informal deduction (Abstract)
Can recognizing relationships between & among properties of shapes or classes of shapes and follow logical arguments
Cubes
"Snapcubes"
Subitize
Instantly recognize without counting
Chronometers
Pattern Blocks
Depth of Knowledge (4 Levels)
Simulations
Where students interact in a reality/experimental learning Monopoly is a simulations NOT considered a game
Rate
Tracking how many exercises were correctly done in a certain amount of time
Naturalistic Assessment
Based in natural setting of classroom (Observation)
Analysis (Analytic)
Able to identify properties of shapes and is learning to use appropriate vocabulary related to properties
Assessment should be:
Ongoing and summative (We should not teach then assess)
Combination Problems
Involve diff. combinations (2 pants & 2 shirts)
1. Recalls Information
Algebra Tiles
Area & Array Problems
Finding the rectangular area or arrangement
NCTM
National Council of Teachers of Mathematics
Automaticity
instant recall of a math fact without having to think about it
Manipulatives
Concrete level tools to help visualize math concepts
Deduction
Able to go beyond identifying characteristics of shapes using definitions, axioms
Think Alouds
Teacher says out loud what they are thinking when problem solving
Natural Numbers
Accuracy
Careful recording, checking correctness of the results
a + (b + c) = (a + b) + c a(bc) = (ab)c
Associative Property
Iteration
Used to express the length of an object
2. Basic Application of Concepts & Skills
C2
a + 0 = a or a x 1 = a
Identity
GCF
The greatest factor that divides two numbers
LCM
The smallest number that they both divide evenly into
Mult or Divi Problems:
4. Extended Thinking & Complex Reasoning
Composite Numbers
Visualization (Descriptive)
Can name and recognize shapes by their appearance & characteristics
ab=ba or a + b = b + a
Communicative Property
Equal Groups Problems or Repeated Addition
3 groups of 6 or 3 x 6 or 6 + 6 + 6
3. Strategic Thinking & Complex Reasoning
T or F: Problem solving & application of math should come after mastery of skills
FALSE
Cuisenaire Rods
Alternate Assessment
Portfolio's, Journals, Projects
Base-ten Blocks
C1
Assessment in math should be
Holistic (All diff. types)
Flexibility
Students are able to use more than one approach
Objective Assessment
T/F. Yes or No, Multiple Choice
Prime Number
Color Tiles
Multiplicative Comparison Problems
Involve finding "How many more times as much" or "stretching" the original quantity by a certain quantity
Section 2
(47 cards)